Twenty-Seventh Annual Meeting: Abstracts

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Dissociating Executive Function and ADHD Influences on Reading Ability in Children with Dyslexia

Noor Al Dahhan -- Massachusetts Institute of Technology

Kelly Halverson; Carrie Peek; Dayna Wilmot; Rachel Romeo; Andrea Imhof; Karolina Wade; Anila D’Mello; Anissa Sridha; John D. E. Gabrieli; Joanna A. Christodoulou

Low Arabic literacy performance of Saudi elementary students: Insights from teachers

Ali Alzughaibi -- University of South Carolina

During early reading intervention, does the teacher/coach relationship affect young English learners’ reading achievement?

Steve Amendum -- University of Delaware

Adrian Pasquarella

Professional development research on literacy instruction and dyslexia

Alida Anderson -- American University, Washington DC, USA

Alida Hudson; Ramona Pittman; Erin Washburn; Susan Chambré

Cost-benefit analysis for reading interventions

Andrea Antoniuk -- University of Alberta

What are they doing? Using eye-tracking technology to better understand students’ test-taking behavior.

Scott Ardoin -- University of Georgia

Relating visual crowding, visual span and reading in dyslexia

Nilsu Atilgan -- University of Minnesota

Sheng He; Gordon E. Legge

Deconstructing bilingual phonemic awareness: the case for language-specific instruction

Emily Barnes -- Trinity College Dublin

Ailbhe Ní Chasaide; Neasa Ní Chiaráin

Orthographic influences on phonological awareness in school-age children with dyslexia, compensated dyslexia, and typical word reading skills

Lauren Baron -- University of South Carolina

Anna Ehrhorn; Peter Shlanta; Bethany Bell; Jane Ashby; Suzanne Adlof

The N400 in typical and atypical readers: A systematic review and a meta-analysis

Badriah Basma -- McGill University

Armando Bertone

Examining the transformative power of professional learning on teachers’ perceptions of reading development, disabilities, and instruction: An exploratory study

Pamela Beach -- Queen's University

Jen McConnel; Barbara Mendes

Using dual coding theory as an instructional model to remediate dyslexics: Neuroscientific and behavioral results

Angelica Benson -- Lindamood-Bell Learning Processes

Paul Worthington

The effects of Home Intervention on early language and literacy skills of English as a Second Language (ESL) preschoolers.

Claire Bergen -- Wilfrid Laurier University

Michelle McCann; Nicole Ptasznik; Alexandra Gottardo

Reaping the rewards of the reading for understanding initiative

Gina Biancarosa -- University of Oregon

An examination of third graders’ reading behavior, strategy use, and accuracy on an expository text: An eye movement examination

Katherine Binder -- Mount Holyoke College

Scott P. Ardoin; Kathryn Tremblay; Amani Talwar; Elizabeth Tighe

Development of kindergarten writing as a predictor of end of the year reading scores

Elena Bodrova -- Tools of the Mind

Deborah Leong

Individual differences in late elementary graders’ reading comprehension strategy use

Rielke Bogaert -- Ghent University

Emmelien Merchie; Hilde Van Keer

Efficiency of a reading comprehension strategies training in French first-grade classrooms

Cynthia Boggio -- Laboratoire de Psychologie et NeuroCognition (LPNC)

Maryse Bianco; Céline Pobel-Burtin; MarieLine Bosse

Derivational Morphological Knowledge of Dyslexic Students: Comparison Between Oral and Written Tasks

Amélie Bourcier -- Universite de Montreal

Rachel Berthiaume; Daniel Daigle

On the contribution of morphological awareness to reading comprehension: A comparison of French L1 and L2 students

Rosalie Bourdages -- Universite du Quebec a Montreal, Haute Ecole pédagogique du canton de Vaud

Leslie Redmond; Denis Foucambert

Using change scores to examine dynamics in reading research

Lee Branum-Martin -- Georgia State University

The design and use of early literacy digital materials: What’s new? What’s working?

Adriana Bus -- University of Stavanger

Impact of a content-rich English language arts program on kindergarten students' language and knowledge

Sonia Cabell -- Florida State University

James Kim; Thomas White; HyeJin Hwang; Charles Gale

Learning from Challenging Text, A Technological Driven, Adaptive Solution to Poor Comprehension Skills

Donna Caccamise -- University of Colorado

David Quigley; Rachel Lieber; John Weatherley

The impact of reading acquisition on audiovisual processing

Sendy Caffarra -- Stanford University

Jason Yeatman; Mikel Lizarazu; Nicola Molinaro; Manuel Carreiras

Text comprehension: The impact of strategies and knowledge

Kate Cain -- Lancaster University

Screening at school entry and skill acquisition in the first six months of school: Predicting children’s progress in beginning reading at the end of the first year

Tracy A. Cameron -- University of Otago

Elizabeth Schaughency; Mele Taumoepeau; Craig McPherson; Jane L. D. Carroll

A systematic review of status and effectiveness of reading instruction from classroom observation studies

Yucheng Cao -- University of California, Irvine

Young-Suk Grace Kim

Minimal minstrels: Psycholinguistic and computational insights into the processing and learning of words with Latinate bound roots

Matthew Carlson -- Penn State University

Trevor J. Bero; Amy C. Crosson; Amaya O. Madden

Postdictive comprehension monitoring as a function of the level of comprehension assessed

BARBARA CARRETTI -- University of Padova

Elizabeth Doerr; Agnese Capodieci

Contributions of RAN and executive function to reading comprehension in diverse learners

Kelly Cartwright -- Christopher Newport University

Ana Taboada Barber; Casey J. Archer

Effects of web-based training on pre-service teachers’ knowledge for writing instruction

Rocío Castiñeira Seoane -- Universidad de La Laguna

Nuria Gutiérrez; Juan E. Jiménez

Examining the pathways between prosodic awareness and word reading in school-age children across Grades 3 to 6

Jessica S. Chan -- Communication Sciences and Disorders, University of South Carolina

Lesly Wade-Woolley; John R. Kirby

Cross-language transfer of visual attention span in Chinese-English bilinguals

Kevin Shing-Chi Chan -- The University of Hong Kong

George K. Georgiou; Pui-sze Yeung

The Influence of Grammatical Roles and Gender information on Chinese Reader's Pronoun Resolution: From Lexical Priming to Comprehension Judgment

CHIA-HSING CHEN -- Institute of Taiwan Languages and Language Teaching

Chiu-Hua Huang

Developmental differences in the ability to apply cognate knowledge as a cue to meaning of unfamiliar English words

YI-JUI Iva CHEN -- Rightpath Research & Innovation Center. University of South Florida

Maria Carlo; Ke Cheng; Christopher Barr; Diane August

What information about the second language learners are MALL telling us?

Szu-Ting Cheng -- National Tsing Hua University

Juohao Li; Chia-Chen Kuo

Prevalence of isolated reading and spelling difficulties in Chinese: Differential demand of lexical route in reading and spelling

Edmond Hong Kei Cheung -- University of Hong Kong

Connie S.H. Ho; David W. Chan; Kevin K. H. Chung; S. M. Tsang; S.H. Lee; Cathy Y. C. Fong; Jocelyn C.Y. Kwok

Funding Opportunities for Reading Researchers at IES

Vinita Chhabra -- IES/NCER

Characteristics of oral reading fluency in 3rd and 4th grade students at risk for reading or language disorders: Miscue analysis

Bhu Ja Chung -- Chosun University, Department of Speech-Language Pathology

Mihye Park

Cognitive-linguistic profiles of English and Chinese language among Chinese adolescents with dyslexia: A cluster analysis study

Kevin Kien Hoa Chung -- Department of Early Childhood Education, The Education University of Hong Ko

Lam Chun Bun; Li Xiaomin

Mandarin-speaking preschoolers’ pitch discrimination, prosodic and phonological awareness, and the relation with their reading abilities in first grade

Wei-Lun Chung -- National Taipei University of Education

The unique contribution of letter-sound integration to English-speaking children’s reading performance

Silvia Siu-Yin Clement-Lam -- Northwestern University

Brittany Manning; Sean McWeeny; Elizabeth S. Norton

How does RAN training improve reading fluency?

Marjolaine Cohen -- University of Oslo

Adolescent writing

Penelope Collins -- University of California, Irvine

Spelling Matters! Revealing the complexity of the relation between spelling and reading

Nicole Conrad -- Saint Mary's University

The Impact of an Intensive Summer Literacy Intervention on Student Learning

Valentina Contesse -- University of Florida

Holly Lane; Nicholas Gage

Understanding the role of sign language in reading

Frances Cooley -- UT Austin

David Quinto-Pozos

The effect of the reliability of print-speech correspondences on generalization in word reading development: A computational approach

Matthew Cooper Borkenhagen -- University of Wisconsin - Madison

Noam Siegelman; Mark S. Seidenberg ; Jay G. Rueckl

Expanding language through storybook reading improves preschool children´s vocabulary

Marcia da Mota -- Universidade do Estado do Rio de Janeiro

Leonardo Martins; Jaqueline Batista

Text Comprehension and the Development of Auditory Lexical Retrieval in Elementary School

Patrick Dahdah -- University of Wuppertal

Johannes Naumann; Tobias Richter; Maj-Britt Haffmanns; Julia Schindler

The Reading Anxiety-Reading Achievement Link in College Students

Mia Daucourt -- Florida State University

Ashley Edwards

Arabic orthographic features and their impact on reading

Rob Davies -- Lancaster University

Elinor Saiegh-Haddad

“Giants is all cannybully and murderful”: Linking children’s experiences of morphological complexity in texts and processing of morphologically complex words

Nicola Dawson -- University of Oxford

Kate Nation

Use of technology in improving literacy outcomes

Stephanie Day -- University of California, Irvine

Jin K. Hwang

The efficacy of two-phase reading intervention on the reading development of at-risk children in the primary grades

Maria De Palma -- The Hospital for Sick Children

Karen A. Steinbach; Joan Bosson-Heenan; Jan C. Frijters; Jeffrey R. Gruen; Maureen W. Lovett

Are "cool" executive functions impairments more salient in ADHD symptoms than in reading disability?

JERUSA DE SALLES -- Universidade Federal do Rio Grande do Sul

Gabriella Koltermann; Natália Becker; Mariuche Rodrigues de Almeida Gomides; Giulia Moreira Paiva; Vitor Geraldi Haase

Writing argumentative texts based on sources: A study into the cognitive and motivational correlates of 10th graders’ writing performance

Fien De Smedt -- Ghent University

Yana Landrieu; Bram De Wever; Hilde Van Keer

The developing "because" in young adolescents’ post-reading responses to diverse perspectives on a controversial topic

Ziyun Deng -- Harvard Graduate School of Education

Katie Wingert McArdle; Qihan Chen

Literacy intervention and psychosocial development in New Zealand students with low levels of literacy acquisition

Amanda Denston -- University of Canterbury

John Everatt; Rachel Martin; Tufulasi Taleni

The effects on reading outcomes of vision therapy for convergence insufficiency

Carolyn A. Denton -- Oregon Research Institute

Mitchell Scheiman; Eric Borsting; Marjean Kulp; G. Lynn Mitchell; Susan Cotter; Christopher Chase; Lisa Jones-Jordan; Eugene Arnold; Richard Hertle; Michael Gallaway; Erica Schulman; Susanna Tamkins; Kristine Hopkins; Rachel Coulter; Ingryd Lorenzana

Extended text processing in bilinguals and monolinguals

Guoqin Ding -- Utah State University

Kathleen Mohr; Ronald Gillam; Stephanie Juth

Annotating digital text with phonemic cues to support decoding in struggling readers

Patrick Donnelly -- University of Washington

Jason Yeatman; Kevin Larson; Tanya Matskewich

Evaluating the effectiveness of oral language interventions in children with neurodevelopmental disorders: a systematic review and meta-analysis

Enrica Donolato -- Department of Special Needs Education, Oslo (Norway)

Enrico Toffalini; Anders Nordahl-Hansen; Courtenay Frazier Norbury; Arne Lervåg; Monica Melby-Lervag

Determining the Academic and Affective Outcomes of Dyad Reading Among Third Graders

Jacob Downs -- Utah State University

Dr. Kathleen Mohr

Differential prediction of word reading by morphological awareness factors

Ashley Edwards -- Florida State University

Laura Steacy; Donald Compton

Sources of errors in nonword repetition in children with reading and/or language impairment: Encoding vs. retrieval

Anna Ehrhorn -- University of South Carolina

Suzanne Adlof; Daniel Fogerty

Masked ERP repetition priming in deaf and hearing readers

Karen Emmorey -- San Diego State University

Katherine J. Midgley; Phillip J. Holcomb

Early spelling as a unique predictor of later reading and spelling in the deep Danish orthography

Stine Engmose -- University College Absalon, Center for Teaching and Learning

Holger Juul

CBM maze tasks: Do they reflect comprehension?

Christine Espin -- Leiden University

Elise Swart; Anne Helder; Arnout Koornneef; Paul van den Broek

Do kindergarten language, literacy, and executive function mediate SES and race differentials in persistent math and science achievement?

George Farkas -- School of Education, University of California, Irvine

Yoonkyung Oh; Paul Morgan; Marianne Hillemeier

Who can read and what part of a book do they read? Pre-readers’ knowledge about the nature of reading

Molly Farry-Thorn -- University of Wisconsin–Madison

Rebecca Treiman

Learning new words with rich and poor meaning during reading: Electrophysiological evidence

Roberto Ferreira -- Pontificia Universidad Católica de Chile

Patricia Román; Ton Dijkstra

Reading delay and difficulty: What is the role of risk for intervention effectiveness?

Jan Frijters -- Brock University

A cross-cultural study of shared reading with Brazilian and American preschool teachers

ROSANGELA GABRIEL -- UNIVERSIDADE DE SANTA CRUZ DO SUL

Aline E. Pereira; Sherine Tambyraja; Laura M. Justice

A grammar game to improve reading comprehension in French

Thierry Geoffre -- HEP FR

Mireille Rodi

Writing development across childhood: Advances across international, conceptual, and digital contexts

Hope Gerde -- Michigan State University

Gary Bingham--Georgia State University

Diving into the data generated during digital game-based learning: GraphoGame Flemish

Toivo Glatz -- Institut für Public Health - Charité Universitätsmedizin Berlin

Femke Vanden Bempt; Jolijn Vanderauwera; Maria Economou; Maaike Vandermosten; Jan Wouters; Pol Ghesquière

Sensitivity to silent letters in children with developmental language disorder

Marie-Pier Godin -- Universite de Montreal

Rachel Berthiaume; Daniel Daigle

The interplay of semantic and orthographic processing during reading in Spanish. An electrophysiological study

Fabiola Reveca Gomez-Velazquez -- University of Guadalajara

Jaun F. Quiñonez-Beltran; Vanessa D. Ruiz-Stovel; Andres A. Gonzalez-Garrido

Neurofunctional correlates of word processing in Spanish monolinguals and Spanish-English bilinguals with different age of acquisition of L2.

Andrés González-Garrido -- University of Guadalajara

Alioth Guerrero-Aranda, ; Fabiola R. Gomez-Velazquez; R.M. Joshi

Multidimensional Morphological Assessment for Middle School Students

Amanda Goodwin -- Vanderbilt University

Yaacov Petscher

What’s age got to do with it? Learning to read in a second language

Alexandra Gottardo -- Wilfrid Laurier University

The Relation Between Child Talk During Mealtime and Literacy Outcomes for Pre-K Students: Examining the Differences Between Monolingual and Multilingual Children

Jamie Greenberg -- University of California, Irvine

Cassidy Wolfe

Reading and spelling abilities of school-aged children with Williams syndrome

Caroline Greiner de Magalhães -- University of Louisville

Carolyn B. Mervis; Cláudia Cardoso-Martins

Haptic and hand experience predict AoA of word learning in Chinese and visual and interceptive predict AoA of word learning in English: A corpus and computational integrative approach

Qun Guan -- University of Science and Technology Beijing & Florida State University

Louise Connell; Wanjin Meng

Word processing comparison in native Spanish monolinguals and Spanish-English bilinguals. An ERP study

Alioth Guerrero-Aranda -- Institute of Neuroscience, University of Guadalajara

Andrés A. González-Garrido; Fabiola R. Gómez-Velázquez; R.M. Joshi

Inferential processes in 8 to10 years old children: New factors which may explain development?

Helene Guinet -- Université Paris 8

Carine Royer; Hélène Labat; Sabine Guéraud

What is the relationship between implicit prosody, sensitivity to speech prosody, and reading ability in children?

Nosheen Gul -- Northern Illinois University

Marissa Bamberger; Lindsay Harris; Joanne Arciuli

The Contribution of Set for Variability in Reading: Does it Varies across the Word Reading Distribution?

Nuria Gutiérrez -- Florida State University

Alexandra Himelhoch; Valeria Rigobon; Ashley Edwards; Laura Steacy ; Donald Compton

Tracking early spelling development in English for bilingual children: A Latent Transition Analysis

Malikka Habib -- Nanyang Technological University

Beth O'Brien

The Influence of Child and Word Characteristics on Preschoolers' Word-Learning

Elizabeth Hadley -- University of South Florida

Robert F. Dedrick; David K. Dickinson; Kathy Hirsh-Pasek; Roberta M. Golinkoff

Impact of school-based comprehension pilot study on the narratives of children with Autism

Alyssa Henry -- University of Virginia

Emily Solari

The impact of social-emotional learning instruction on preschool children's literacy outcomes

Belinda Hernandez -- University of California, Irvine

Features of known and difficult words for students of different proficiency levels At different points of first grade

Elfrieda Hiebert -- TextProject

Yukie Toyama; Robin Irey

Implicit letter-sound knowledge in Japanese-speaking children

Hiroki Higuchi -- NTT Communication Science Laboratories

Yuko Okumura; Tessei Kobayashi

LURI: A Listening Comprehension Measure for Preschool Children

Hanne Næss Hjetland -- Department of Special Needs Education, University of Oslo

Åste Marie Mjelve Hagen; Kristin Rogde; Rebecca Knoph; Monica Melby-Lervåg

Contextualizing the science of reading II—Considering implementation to address reading in vulnerable student populations

Tiffany Hogan -- MGH Institute of Health Professions

Spelling and Reading Novel Homophones

Jayde Homer -- University of Washington in St. Louis

Rebecca Treiman

The content of shared reading for pre-schoolers: comparing the distribution of complex grammar in books vs conservations

Yaling Hsiao -- University of Oxford

Kate Nation

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Twenty-Seventh Annual Meeting: Abstracts

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